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Bridging Theory and Practice in Science Education Using Augmented Reality

https://doi.org/10.2139/ssrn.5224849
0 signed · 8 inferred · view as graph

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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1111/bjet.13020openalex-snapshot
Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning
inferredcites →https://doi.org/10.1155/2019/7208494openalex-snapshot
The Impact of an Augmented Reality Application on Learning Motivation of Students
inferredcites →https://doi.org/10.18178/ijlt.5.4.318-321openalex-snapshot
Gamification Applied to the Physics Teaching
inferredcites →https://doi.org/10.33448/rsd-v10i3.12823openalex-snapshot
The application of augmented reality in elementary school education
inferredcites →https://doi.org/10.3390/informatics10020045openalex-snapshot
AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review
inferredcites →https://doi.org/10.3390/su13094639openalex-snapshot
A Systematic Review of AR and VR Enhanced Language Learning
inferredcites →https://doi.org/10.3390/su132212646openalex-snapshot
Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review
inferredcites →https://doi.org/10.3390/virtualworlds3040029openalex-snapshot
Augmented Reality in the Classroom—Mentor Teachers’ Attitudes and Technology Use
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